R.E. and CITIZENSHIP IN A NEW NORTHERN IRELAND New Power Sharing Government Shared Future Agenda New School Curriculum Citizenship Religious Education Budapest 2007

Power Sharing at last: May 2007

Children’s future is in our hands

Emerging from the past is a journey not a destination

What are the key principles? To begin the journey… of “Sharing over separation” (14) accepting that “separate but equal is not an option….and parallel living is morally unsustainable” (20)

Division is still a reality on the ground

Facts and Figures. Controlled Schools 78% Protestant 8% Catholic 14% Other Catholic Maintained 99% Catholic (165,575) 0.7% Protestant ( 559) 0.3% Other ( 341) Grant Maintained Integrated 45% Protestant 43% Catholic

Changing face of N Ireland Almost 50% of N Ireland growth in overall population in the year ending June 2005 was down to 6,700 incomers Estimate of the number of migrants for 2006 is 60,000

What does a Shared Future look like?

What does the process look like? Co-existence? Assimilation? Integration? Multiculturalism? Multi Ethnicism Something else?

Are there operating principles? Unity cannot be so extensive and deep that it leaves no space for diversity cannot be so formal, abstract and valueless Diversity should not be so wide and varied that it leaves our communities fragmented cannot be passive, mute and ghettoised. Drive for social cohesion cannot blur difference, culture and cannot seek to be the only goal for a multi cultural society Ghandi: “I do not want my doors to be walled and my windows stuffed. I want the cultures of all lands to blow freely about my house. But I do not want to be blown off my feet by any”

Our Challenge Only do apart what we cannot do better together Government and public service to lead by example To consider the importance of relationships over targets To focus on process not structures

Shared Future: Educational Context A shared future: March 2005 ‘All schools should ensure through their policies, structures and curriculum, that pupils are consciously prepared for life in a diverse and intercultural society and world’ Review of Schools Estate towards greater sharing across sectors Community Relations and Good Relations Section 75 of Northern Ireland Act (1998) ‘requirement to have regard to the desirability of promoting good relations between persons of different religious beliefs, political opinion or racial group’ Equality Commission Human Rights Act (1998) and parental rights in education

Northern Ireland is a Contested Society A stable society is characterised by people sharing a common sense of identity A high degree of support and unanimity is accorded to state institutions and institutions of law and order In a contested society there is no shared sense of identity and people have traditions/ loyalties which can be exclusive and unlikely to accommodate difference Need for curriculum change to address divisions

Key Elements Curriculum Objectives Personal understanding Citizenship To develop the young person as a contributor to the economy & environment To develop the young person as an individual To develop the young person as a contributor to society Key Elements Personal understanding Mutual understanding Personal health Moral character Spiritual awareness Citizenship Cultural understanding Media awareness Ethical awareness Employability Economic awareness Education for sustainable development

Personal Capabilities Being creative Thinking, Problem solving, Decision making Managing Information Thinking skills & Personal Capabilities Self-management Working with Others

Personal Development Personal Development focuses on encouraging each child to become personally, emotionally, socially and physically effective, to lead healthy lives, to become confident, independent and responsible citizens, making informed and responsible choices and decisions throughout their lives. CCEA

Rights and Responsibilities Similarities and differences 1. PERSONAL UNDERSTANDING AND HEALTH Self esteem Feelings and Emotions Dispositions & attitudes Health and Safety 2.MUTUAL UNDERSTANDING IN THE LOCAL & GLOBAL COMMUNITY Relationships Rights and Responsibilities Similarities and differences Approaches to conflict Cultural difference & diversity Overview of primary themes. PD at primary is presented as two interconnected strands: Personal Understanding and Health, and Mutual Understanding in the Local and Global Community. Below each of these are the themes that are explored in the statutory minimum entitlement.

Lessons from Research Willingness to engage in controversial issues; Differences in the sectors; Recognised need for specific training, for example, racism, Human rights, and active methodologies

Lessons from Paul Connolly There is a need for us to be concerned about diversity and inclusion in the early years It is possible for educational programmes to encourage young children to respect differences and to be more inclusive There is a need to be focused and explicit There is a need to involve parents and local communities

Why education must break the Sound of Silence People avoid talking about certain topics How can a society move on from conflict unless we find a way to talk about the legacy of division and conflict? Evidence reveals people find it freeing to break through silence to more informed understanding Schools and teachers have a responsibility to promote better community relations, tolerance and reconciliation among children and young people

Local and Global Citizenship Where has it come from? Educational research – identified a gap in the curriculum Council of Europe and U.N. – promotion of education for human rights and democracy England: Citizenship Education statutory since August 2002 Scotland: one of 5 national priorities, June 2002 Wales: within PSE, statutory from 2003 Republic of Ireland: Civic, Social and Political Education mandatory since 1997 University of Ulster/CCEA: pilot project in Social, Civic and Political Education (March 1999 – 2002)

Key Features of Citizenship in new Curriculum Exploration of key themes in local and global contexts ‘Future Orientation’ Opportunity for school based interpretation Principle of flexibility Content Method of delivery within the context of Learning for Life and Work which includes personal development, education for employability and home economics

KEY THEMES Recurring issues: Role of the media, aspects of the law, challenging stereotypes and prejudice, conflict management and resolution Democracy and Active Participation Equality and Social Justice Diversity and Inclusion Human Rights and Social Responsibility Local  Global Individual Society State

Diversity and Inclusion Provides opportunities to consider the range and extent of diversity in society and to identify the challenges and opportunities which diversity and inclusion present What factors influence our sense of personal and group identity? What are the challenges and opportunities of diversity> What can be done positively to manage diversity and inclusion?

Equality and Social Justice Provides opportunities to understand that society needs to safeguard individual and collective rights in order to ensure that everyone is treated equally and fairly How can we protect groups/individuals who face discrimination? How can we support groups/individuals who are marginalised in society? How can we promote social inclusion?

Democracy and Active Participation Provides opportunities for young people to understand how to participate in and influence democratic processes and to be aware of the role of these processes in promoting inclusion, justice and democracy What are the characteristics of a democratic society? Who makes the decisions that affect me? How can I play a part in my school, my community and in democratic processes?

Human Rights and Social Responsibility Provides opportunities to understand that a globally accepted values-base exists which reflects the rights and responsibilities of individuals and groups in democratic societies What do we mean by human rights and how are they protected? How can we promote the values underpinning human rights? How can we take responsibility individually, as a society and through our government?

Key Stage 4: Pupils should be enabled to: Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider world; Identify and exercise their rights and social responsibilities in relation to local, national and global issues; Develop their understanding of the role of society and government in safeguarding individual and collective rights in order to promote equality and to ensure that everyone is treated equally

Key Stage 4: Pupils should be enabled to: Develop awareness of the role of non-governmental organisations; Develop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy; Develop their understanding about how to participate in a range of democratic processes

Education The place of Faith

Education… Concerns? What is the role of religion in schools? What is the role of Faith communities in schools? What about “faith schools”?

Education -Guiding Principles the education system should: provide for the development of all aspects of the individual promote a culture of tolerance, reconciliation and respect for diversity of cultures relate to the changing needs of society and the economy

Church involvement Current situation Controlled schools have transferors on the Boards of Governors Voluntary Grammars and GMI schools do not Catholic managed schools have Church representation Catholic schools include sacramental prep

Integrated Schools Essentially Christian in character Offer a Christian rather than a secular approach to education Allow for sacramental preparation in primary Try and involve local faith communities

Education Statistics State of play in the 1296 schools in N.Ireland. 61 Integrated schools 37 schools have over 10% “other tradition” (9 have 70/30 split 15 have 75/25 split) 0.5% non Catholics in Catholic Schools 15% non Protestant in Controlled schools

RE and Worship 1986: All schools shall include collective worship, whether in one or more assembly – non distinctive Pupils and teachers can withdraw RE will be non denominational based on Holy Scriptures and not inspected except by request Ministers of religion shall be granted reasonable access

BACKGROUND RE is a compulsory part of the curriculum for all grant-aided schools in NI The Core Syllabus sets out the central matters - topics, values and skills which are to be included in the programme for RE The Core provides the basis on which schools with the approval of their Boards of Governors can construct schemes of work to suit their own particular needs

Religious Education Parents have the right to withdraw their child from part or all of RE or collective worship. Schools have to provide RE in accordance with the core syllabus drawn up by the four main churches and specified by the Department. The Churches were asked to review the core syllabus and, in doing so, to give particular consideration to the inclusion of World Religions The Minister has accepted their Proposals.

The Core Syllabus and other World Faiths The four main churches were asked by the Dept Education to consider the inclusion of the study of other world religions Churches responded recognising we live in a diverse yet increasingly connected world. But members of other faith traditions were not involved in drawing up the Core Syllabus For a fuller understanding of the world and its peoples it is proper that a study of other cultures and belief systems be encouraged

Christianity and other world faiths Therefore strong educational and sociological reasons for, from a Christian perspective, looking at the beliefs of others Within a Christian-centred Core for RE units of study be included at an appropriate age as an introduction to world faiths other than Christianity Pupils at KS3 be introduced to two world faiths as deemed by the BoG of each school to reflect the local and NI social context Such teaching at other key stages is a matter for BoGs to approve as part of RE beyond the core

Other World Faiths continued Purpose of proposals to help pupils develop an awareness and appreciation of people of other faiths To avail of opportunities to further respect and understanding – explaining special days of celebration when members of other faiths are present

The revised core syllabus will be introduced from September 2007, alongside the revised curriculum and will be supported by teaching materials developed with the support of a representative advisory group co - chaired by the Churches and the Council for the Curriculum, Examinations and Assessment (CCEA).

The revised RE core syllabus includes Christianity, morality and for the first time, World Religions and a  requirement at Key Stage 4 for pupils to study The Christian Church from both a Protestant and a Roman Catholic perspective. It provides a common core for the teaching of RE that schools are free to build upon in a way that suits the needs of their pupils and the ethos of the school. This is in keeping with the greater flexibility being provided by the revised curriculum and gives schools scope to include, for example, additional material on World religions or any other RE related subject matter.

Challenges:- What specific role do churches have in education? What role can individual Christians play? How do we advance towards a Shared Future? Do we, for example, promote parental choice or equality of provision? What if any role do Faith schools play?

The Questions What questions about R.E. and Citizenship in my country has this presentation raised? What part can/ should R.E. play in promoting inclusion or reconciliation in a diverse or divided society? What part can Citizenship play? Other questions?